Literacy Daily

Teaching Tips
    • Teaching Strategies
    • The Engaging Classroom
    • Topics
    • Home-School Partnerships
    • Teaching Tips

    Promoting Access to Books Year-Round Through Summer Reading Initiatives

    By Margaret Mary Policastro, Diane Mazeski, and Debra Fisher
     | Apr 30, 2019

    summer-reading-initiativesTo ensure the well-being of every child, access to books over the summer is critical. We believe that creating lifelong readers starts with ensuring there is opportunity to promote the love and joy of reading year-round. During the summer months, when most children are out of school, access to books becomes even more important. Many children do not have access to books at home, which means they don’t read over those three months.

    To keep the joy and love of reading moving forward, schools need to take a vital role in planning and executing summer reading initiatives.

    We have spent the past eight years with grant-funded projects working to create balanced literacy schools, with a focus on creating year-round access to books. We developed summer reading initiatives with partner schools. These initiatives, which are unique within each school setting, were also drawn from our over three decades of working in our Summer Reading Clinic at the university.

    We have learned both in our work within partner schools and our university Summer Reading Clinic that families want their children exposed to print-rich activities over the summer months. Often, families do not know how to help their children and do not have access to the resources needed to do so. However, with some guidance, these obstacles can be overcome, and students can continue to thrive and grow in their love and joy of literacy over these crucial summer months.

    Following are some of the initiatives we employed at our partner schools.

    A read-aloud picnic

    Summer is the perfect time to enjoy outdoor spaces for reading. One teacher came up with the idea to hold a read-aloud picnic. Families were invited to bring a picnic snack and blanket to a cozy space on the school grounds. They sat and discussed the read-aloud topic and then enjoyed the interactive read-aloud. Adults were just as engaged as the children, asking questions and participating.

    Summer book clubs

    Children love to talk about books they have read. Book clubs, held at the school or a public library, are a wonderful venue to keep these conversations going over the summer. Schools can determine what book club selections will work for which grades. One school held a book club lunch, where students discussed their selection over their packed lunches. We have had good luck recommending the latest award-winning books from both the John Newbery Medal and Honor Book winners and Jane Addams Children's Book Award lists.

    Partner with the public library

    Partnering with the public library can have many benefits. Some public libraries have “pop-up libraries” that travel throughout the community to bring books to children and adults. These innovative libraries serve many goals, including bringing books and librarians to people who may not otherwise go to a library, showcasing the library’s many resources and activities, and allowing readers to connect. Librarians should ensure they provide a wide variety of subjects and genres that reflects the reading interests of all students. This has been most successful initiative in our summer clinic; the local public library comes every other week, rain or shine. The children are thrilled to have this opportunity to spend time selecting books, talking, and sharing their reading with others.

    Reading incentive programs

    One school partnered up with a local yogurt shop for an incentive program. Children who read a specified number of books, documented in their summer reading log, were given a voucher to get a free yogurt. This worked especially well with the younger children. Searching for community partners and what they can offer will depend on the community. In our summer clinic, children get a “free” book for every five they read. Getting to select a book to keep is a big incentive, and children often take their time making their selection, being very deliberate in their decision-making process.

    School’s open for books

    One of our initiatives was to open the school a few days over summer for students to come and select reading materials. Carts filled with inviting books were rolled out into the hall outside the principal’s office. Days and hours were flexible and generous. The principal, school secretary, and participating teachers stood by to greet the students and offer book suggestions. Family members who accompanied younger students were delighted by the availability of books.

    Margaret Mary Policastro is a professor of language and literacy at Roosevelt University (RU) where she directs both the language and literacy program and is the Summer Reading Clinic director. The summer reading initiatives evolved out of the work in the RU Summer Reading Clinic. She currently is directing the RU IL-EMPOWER partnership with the Illinois State Board of Education working to improve underperforming schools.

    Diane Mazeski retired after a rewarding career as a teacher and reading specialist in Mt. Prospect and Winnetka, Illinois. She is currently the associate director of the Summer Reading Clinic. Diane served as the literacy coach at Our Lady of the Wayside School and helped to implement the summer reading initiatives.

    Debra Fisher is a first-grade teacher at Our Lady of the Wayside School in Arlington Heights, Illinois. While partnering with RU, she served on the literacy team helping to transform her school into a balanced literacy school. Debra was also instrumental in creating and supporting the school’s summer reading initiatives.

    Read More
    • The Engaging Classroom
    • Teaching Tips

    Resources for Celebrating National Poetry Month

    By Bailee Formon
     | Apr 17, 2019

    honoring-students-rights-to-readApril is National Poetry Month, which provides an opportunity for teachers and educators to bring poetry into the classroom and inspire students to read and experience works of poetry on their own. Since 1996, the national holiday has celebrated the contributions of poets while recognizing poetry's vital place in our culture and everyday lives. Following are resources and activities to help students get excited about poetry.

    • ILA’s Choices Reading Lists includes works of poetry chosen for children, by children.
    • This Writer’s Digest post, “The 20 Best Poems for Kids,” outlines three categories of poems (short poems, funny poems, and rhyming poems), lists popular examples of each type, and explains why they succeed with children.
    • Scholastic offers poetry-related articles, lesson plans, and blog posts that are applicable to educators of various grade levels.
    • Goodreads lists titles of popular works of poetry geared toward children. From Shel Silverstein to Dr. Seuss and Robert Louis Stevenson, the poems on this list will engage students and help them find their favorite authors. 
    • ReadWriteThink includes poetry resources in addition to lesson plans and classroom activities—organized according to grade level—that can help to get students excited about poetry.
    • Ahead of last week’s #ILAchat, Poetry, Rap, and Hip-Hop: Connecting With Students Through Rhythm and Rhyme, the ILA team rounded up a list of resources—recommended by our guest experts—for teachers to use and learn from.
    • Reading Rockets shares video interviews with renown poets as well as a collection of classroom resources, including poetry booklists, activities, and lesson plans.
    • ILA’s Children's Literature and Reading Special Interest Group (CL/R SIG) regularly reviews works of poetry for educators in search of inspiration.
    • Edutopia’s compilation post includes resources from the web, Edutopia's most popular poetry-themed blogs, and other quick reads.

    Bailee Formon is an intern at the International Literacy Association.  

    Read More
    • Topics
    • Teaching Strategies
    • Teacher Preparation
    • Student Engagement & Motivation
    • Professional Development
    • Classroom Instruction
    • The Engaging Classroom
    • Teaching Tips

    A Marie Kondo Approach to Literacy Instruction

    By Stephanie Affinito
     | Mar 20, 2019

    kids-readingIf you love organization or Netflix, you’ve probably heard of Marie Kondo. This tidying-up expert has transformed households across the world by asking one simple question: Does it spark joy? Rather than view living spaces with disdain and focusing on what to remove or change, Marie focuses on what we love and need to live the life we envision for ourselves. As I completed the process in my own house, I thought, what if we were to do the following:

    • Design classrooms based on the literate learning we hope to achieve?
    • Privilege materials that ensure meaning making and spark joyful learning?
    • Cull excess papers and worksheets devoid of intentional instruction?
    • Weed classroom libraries to ensure relevant, current, and diverse texts for the readers in front of us?
    • Decorate classrooms with student work rather than commercial products?

    The following guidelines, inspired by the KonMari Method, will help you create a joyful, productive space:

    • Visualize. Imagine your classroom exactly as you would like it (layout, color scheme, books, writing materials, community spaces, classroom library, etc.). Dream within your physical space but outside the box with possibilities. What kind of literacy practices do you want students to engage in, and what kind of space do you need to support those practices?
    • Tidy your classroom by category, rather than location. Possible categories are textbooks and workbooks, stored books, files, wall hangings and decorations, manipulatives and materials, writing supplies, arts and crafts, worksheets, classroom library books, and sentimental items. Gather items in the middle of the room to comprehend their volume and ensure they reflect the importance we want them to have.
    • Gauge each item’s value. Touch each item and ask if it sparks joyful learning: Does it foster authentic reading, writing, learning, and meaning-making opportunities? Does it have a meaningful purpose for instruction? Value your teaching expertise over all else, and remove items that do not serve your teaching goals. Share them with colleagues or donate to those who need them.
    • Organize for engagement. Once you’ve decided what to keep, store materials in ways that invite students to engage with them. Use clear bins that are easily accessible and neatly labeled. Create homes for each of your items and ensure students can easily understand and access your organizational system. After all, this is their classroom too.

    Finally, celebrate learning! Be grateful for the opportunity to grow readers and writers. By using KonMari’s approach in our classrooms, we can cultivate authentic literacy practices and bring joy to teaching and learning.

    Stephanie Affinito, an ILA member since 1999, is a literacy teacher educator in the Department of Literacy Teaching and Learning at the University at Albany in New York. She has researched literacy coaching as part of her doctoral studies and focuses much of her current work on how technology and digital tools can impact teacher learning and collaboration. You can find her on Twitter at @AffinitoLit.

    Read More
    • Teaching Tips
    • The Engaging Classroom

    Rethinking Assessment in Word Study: Five Ready-to-Go Ideas

    By Pam Koutrakos
     | Mar 14, 2019

    We sat around a horseshoe-shaped table, shifting our weight in too-small chairs, surrounded by coffee cups and afternoon-pick-me-up snacks. Leafing through piles of papers, a colleague remarked, “Urgh. I think my class is as tired of spelling tests as I am.” We all paused. Someone laughed. We then took action, contemplating ways to shake things up. Been there? Felt that? Following are a few ideas to jump-start assessment in word study.

    Next level sorting challenge

    This routine asks students to sort words according to the pattern learned and apply this knowledge to spell new words. Sorting, categorizing, and applying exercises bring high-level critical thinking to this efficient check-in routine. In the same amount of time it takes to administer a traditional spelling test, we can assess so much more than rote memorization.

    koutrakos-1

    koutrakos-2

    Show off

    This check-in routine offers different options for flexibility. The simplest and quickest method is to have students turn and talk, sharing recent word learning. Have more time? Ask students to compose a written reflection or create an infographic to showcase learning. Apps such as Screencastify, Flip Grid, Powtoon, Canva, and Scratch offer digital platforms for students to show off their word knowledge.

    koutrakos-3 copy

    Interactive writing

    During interactive writing, the class cocomposes a piece of writing. Students offer ideas and the teacher writes these ideas on a shared document. Each time the class gets to a targeted word, students are invited to ponder the spelling. A volunteer writes the word on the document. By having the teacher do most of the writing, the process is a quick and efficient use of classroom time. When students participate in focused aspects of the writing, the why behind this work is clear and understood. As a bonus, interactive writing can be done during any subject.

    koutrakos-3

    koutrakos-4

    Use it or lose it 

    One leading goal of word study is for students to apply knowledge while reading—decoding with automaticity while maintaining fluency and comprehension. We can assess application by listening as students read self-selected texts (with target words and parts) and observing accuracy and fluency. If students stumble, we can note the self-monitoring strategies used. We may even ask about the meaning and connotation of words with taught parts. This can be done during a small group lesson or a 1:1 conversation.

    koutrakos-5

    Find and fix

    Another word study goal is to consistently transfer knowledge to writing. Start by recalling recently taught word study patterns or word parts. Then, challenge students to reread recent work, find evidence of application, and correct spelling as needed. If a student does not find any examples of words with taught patterns or parts, encourage them to find authentic opportunities to integrate (conventionally spelled) pattern words. There are infinite worthwhile times and places to find, fix, and celebrate!

    Each of these ideas intend to be flexible enough to fit a variety of time frames and classroom settings. Furthermore, each enables teachers to glean information about students’ understanding of words and readiness to apply gained expertise. A great first step toward making word study assessment more meaningful? Try one new idea. Experimentation helps us see what works—and provides opportunities to see what students find most engaging.

    koutrakos-6

    koutrakos-7Pam Koutrakos is an experienced and enthusiastic educator known for her positive outlook and energy. As an educational consultant with Gravity Goldberg, LLC, she is deeply committed to motivating and supporting students and teachers on their learning journeys. Pam authored Word Study That Sticks: Best Practices K-6 (Corwin, 2018) and The Word Study That Sticks Companion (Corwin, 2019). Both include assessment ideas, lessons, tools, and tips to start up and step up word study in K–6 classrooms. Connect with Pam on Twitter at @PamKou.

    Read More
    • Teaching Strategies
    • The Engaging Classroom
    • Topics
    • Student Engagement & Motivation
    • Student Choice
    • Teaching Tips

    Student Choice Is the Key to Turning Students Into Readers

    By Jenni Aberli
     | Mar 07, 2019

    ela-engagementAlthough I was never really a struggling reader, from middle school until my first year teaching, I was what you might call a nonreader. I could read very well, I just didn’t. You’re probably wondering how one can major in English and not love reading. The answer is simple: no teacher instilled a love of reading in me. My teachers didn’t give me choices of what to read. Instead, I was given books I despised and then tested on them. That did not equate to enjoyment for me.

    Not until my first year of teaching did I become a reader. One of my students was a voracious reader and always had a book in her hand. I recall seeing her with My Sergei by Ekaterina Gordeeva (Grand Central Publishing) one day and asked her about it. She gave me a summary and I told her it sounded interesting. Shortly after that conversation, she gave me the book and suggested I read it. Though I didn’t want to read it, as the teacher, I was supposed to love reading, so I did. To my surprise, I enjoyed it. When I finished the book, we did what readers do; we talked about that book. Soon after, she gave me another, and another, and before long, she had turned me into a reader. I learned firsthand the value of how finding great books can turn nonreaders into readers. From that point on, turning students into readers has been my life’s work.

    When I saw the International Literacy Association’s (ILA) new initiative aimed at ensuring every child has access to the education, opportunities, and resources needed to read, called Children’s Rights to Read, I immediately latched on. As our district’s high school ELA content lead, my job is to lead the work of literacy in the more than 20 high schools in my district, and this document has become a part of that work.

    So how do we turn students into readers? We advocate for reading in many ways, all of which are part of the Children’s Rights to Read. I am a huge advocate (for obvious reasons) of giving students choice in what they read (Right no. 3) to encourage them to read for pleasure (Right no. 5). Students need to read what they love and are interested in. Those choices should be texts that mirror their experiences and languages or provide windows into the lives of others (Right no. 4).

    As teachers, we show students what we value by how we spend our class time; therefore, setting aside time in class every day for students to read is important (Right no. 7) as is providing diverse and relevant classroom libraries surrounding students with great texts (Rights no. 2, 4, 5, and 10). Finally, we must encourage and support our students by providing safe, literacy-rich environments in which students support one another (Right no. 6) and share what they are reading and learning with one another through various modes of communication, such as reading, writing, and speaking (Rights no. 8 and 9).

    I spend most of my budget purchasing classroom libraries of high-interest YA books that will hook students, and my team provides teachers with professional development to guide them in how to effectively implement independent reading opportunities. We teach them strategies such as book-tasting, book talks, book clubs, and how to integrate apps such as Padlet and Flipgrid. Currently, we are using professional resources from Kelly Gallagher’s Readicide (Stenhouse) and Penny Kittle’s Book Love (Heinemann) as well as their collaborative book, 180 Days (Heinemann) to build our own expertise and knowledge of turning our students into readers.

    Throughout my career, I have seen nonreader after nonreader turn into readers. Teachers have facilitated this transformation by giving students both access to high-interest books and choice in their reading. Our ultimate goal is to improve students’ literacy, and we know that in order to do so, students need to read. Yes, standards are important. Yes, grade-level texts are important. But unless students will actually pick up a text and read, none of that matters. The most urgent need to improve literacy demands students to read, and to do that, we must give them access to the education, opportunities, and resources needed to read. Fortunately, we have a guide for doing just that in the ILA Children’s Rights to Read.   

    Jenni Aberli is a high school literacy specialist at Jefferson County Public Schools in Kentucky.

    Read More
Back to Top

Categories

Recent Posts

Archives